Updated on 2024/05/20

写真a

 
MCEOWN, Maya
 
Affiliation
Faculty of Education and Integrated Arts and Sciences, School of Education
Job title
Associate Professor
Degree
博士

Research Areas

  • Foreign language education
 

Papers

  • The role of trait emotional intelligence in predicting academic stress, burnout, and engagement in Japanese second language learners

    Kristopher McEown, Maya Sugita McEown, W. L. Quint Oga-Baldwin

    Current Psychology    2023.02

     View Summary

    Abstract

    The current study examined the relationship between trait emotional intelligence (TEI), academic stress, burnout, and engagement in Japanese undergraduate students learning English as a second language. One hundred eighty-four participants (females = 87, mean age = 19.7 years) completed two questionnaires, one administered at the beginning of the academic semester (i.e., baseline), and one administered at the end of the academic semester (i.e., follow-up). Structural equation modeling revealed that TEI factors predicted engagement and negatively predicted academic stress, while stress strongly predicted burnout. Cluster analysis and ANOVA revealed that participants with high TEI reported significantly lower scores for stress and burnout and higher scores for academic engagement (i.e., emotional and agentic) compared to participants with low TEI. In addition, exhaustion significantly increased between baseline and follow-up for participants with low TEI but not for participants with high TEI. For participants with high TEI, inadequacy significantly decreased whereas emotional engagement significantly increased between baseline and follow-up. Results suggest that increasing TEI may reduce academic stress and burnout while increasing engagement among second language learners in a Japanese context.

    DOI

    Scopus

    4
    Citation
    (Scopus)
  • The Importance of an Autonomy-Supportive Workplace and Engaged Students for Language Teachers’ Self-Determination and Engagement

    Xijia Zhang, Kim Noels, Maya Sugita-McEown

    JOURNAL FOR THE PSYCHOLOGY OF LANGUAGE LEARNING   4 ( 1 )  2022.06  [Refereed]

  • The role of positive and negative psychological factors in predicting effort and anxiety toward languages other than English

    Kristopher McEown, Maya Sugita-McEown

    Journal of Multilingual and Multicultural Development   43 ( 8 ) 746 - 758  2022

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    The role of positive and negative psychological factors in predicting effort and foreign language anxiety for languages other than English (LOTE) is not well understood. Therefore, two hundred twenty-one students attending a private university in Tokyo, Japan participated in a research study. Participants were studying one of four LOTEs, specifically Chinese (n = 41), Spanish (n = 76), French (n = 62) or German (n = 42). Students spent, on average, more than two years studying each respective LOTE. Questionnaire surveys were used to assess the following constructs: integrative orientation, intrinsic motivation, introjected regulation, teacher and parental support, intended effort for learning the LOTE and LOTE anxiety. Descriptive statistics and regression analyses were conducted to assess the data. Complex and diverse interrelationships among teacher and parental supports, positive and negative orientations, and outcome variables (intended effort and anxiety) were observed in each LOTE.

    DOI

    Scopus

    7
    Citation
    (Scopus)
  • The role of parental factors and the self in predicting positive L2 outcomes among Japanese learners of English

    Maya Sugita-McEown, Kristopher McEown

    Journal of Multilingual and Multicultural Development   40 ( 10 ) 934 - 949  2019.11

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    The current study had two objectives: (a) to quantitatively investigate whether Japanese language learners of English have inclusive second language (L2) self-related motivations, and how inclusive L2 self-related motivations contribute to English learning effort and self-rated English ability, and (b) to qualitatively examine how Japanese learners of English incorporate parental expectations and values about English into their L2 self during each stage of their English learning experience, and how higher and lower English proficiency learners incorporate parental values and opinions into their L2 self. We found that an inclusive L2 self-related motivation explained the interaction between social/contextual factors and English learning effort or self-rated English ability. A gap was observed between higher and lower English proficiency groups regarding the degree of incorporating parental expectations, values, and feelings about English into their sense of L2 self. Having an inclusive L2 self successfully introduces different viewpoints into current self-related motivational frameworks within language learning contexts, which to date have only emphasised individual levels of self perspectives to the exclusion of inclusive self figures derived from social surroundings.

    DOI

    Scopus

    5
    Citation
    (Scopus)
  • Self-determination for all language learners: New applications for formal language education.

    Sugita-McEown, Oga-Baldwin, W. Q

    System   86   102 - 124  2019

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    Self-determination theory (SDT; Deci & Ryan, 1985) is an established macro-theory of human motivation, and differentiates two broad motivational orientations: intrinsic and extrinsic motivation. SDT is comprised of 6 mini-theories, each designed to address questions about human motivation and the process that facilitate and harm it. For foreign language researchers, these theories offer a clear, integrated framework for understanding motivation that translates across disciplines. For language teachers, SDT offer integrated principles for how to improve motivational quality. For language learners in formal education settings, these mini-theories offer a comprehensive set of ideas for generating internally regulated motives. This article will provide a comprehensive, up-to-date overview of SDT and how it can be applied to relevant issues in language education research and pedagogy.

    DOI

    Scopus

    56
    Citation
    (Scopus)
  • Individual, parental and teacher support factors of self-regulation in Japanese students

    Maya Sugita McEown, Kristopher Scott McEown

    Innovation in Language Learning and Teaching   13 ( 4 ) 389 - 401  2018

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    Purpose: Factors of self-regulated learning processes, namely teacher autonomy support/parental autonomy support, and three types of individual goal-orientations (i.e. mastery goal, performance-approach goal, performance-avoidance goal) were examined. Methodology: A questionnaire was used to survey 212 Japanese undergraduate students who were enrolled in English language courses. Findings: Teacher and parental autonomy support were positive predictors of intrinsic value, which in turn positively predicted metacognitive and cognitive strategy use. Performance-avoidance goal disposition was a positive predictor of metacognitive strategy use; however, it was a negative predictor of cognitive strategy use. Mastery goal disposition was a positive predictor of intrinsic value, which in turn positively predicted meta-cognitive and cognitive strategy use. Individual factors (i.e. goal orientations) were predictors of self-regulated learning processes and support from parents and teachers were required to sustain these self-regulated processes. Value: Intrinsic value appears to be a key mediator in predicting meta-cognitive and cognitive strategy use for individual factors, parental autonomy support and teacher autonomy support factors. Findings from this research provide a better understanding of self-regulated learning processes in the Japanese language learning context.

    DOI

    Scopus

    7
    Citation
    (Scopus)
  • Foreign Language Learning Motivation in the Japanese Context: Social and Political Influences on Self

    Maya Sugita McEown, Yasuyo Sawaki, Tetsuo Harada

    The Modern Language Journal   101 ( 3 ) 533 - 547  2017

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    The study focuses on the role of different theories when considered together in a foreign language other than English (LOTE) context. Specifically, the study examines (a) to what extent influential second language (L2) motivational theories, when integrated, explain motivation to learn LOTEs, and (b) how the powerful status of English in Japan affects learners’ self- and identity-related motivation to learn LOTEs. Survey responses of 250 Japanese learners, who simultaneously learned a foreign LOTE and English as a required language, were analyzed using a structural equation modeling (SEM) approach. The results offer insight into how various coexisting social factors are connected to learners’ multiple self- and identity-related orientations, which in turn predict several varied academic consequences (e.g., effort, attitude, and L2 ability). We also confirmed positive and negative interplay of English- and LOTE-related orientations such that the self- and identity-related orientations of the languages will play a competing role (e.g., Csizér & Lukács, 2010). This finding highlights the importance of taking sociopolitical perspectives into consideration in a context where learners learn two languages and one has a specific political presence.

    DOI

    Scopus

    45
    Citation
    (Scopus)
  • Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context

    Maya Sugita McEown, Kimberly A. Noels, Kristie D. Saumure

    SYSTEM   45 ( 1 ) 227 - 241  2014.08  [Refereed]

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    To support students' motivation to learn a foreign language, teachers should understand the reasons why their students wish to learn the language and incorporate this information in their teaching practice. The survey of 128 Canadian learners of Japanese focused on three questions: What are students' orientations for wanting to learn Japanese, and how are these orientations interrelated? Do orientations differently predict learning engagement and academic outcomes on the one hand, and language community engagement, on the other? What aspects of teachers' support best facilitate students' self-determination and intercultural integrativeness? The results showed that self-determined orientations were the best predictors of learning engagement and academic outcomes, but cultural knowledge development and intercultural interaction best predicted Japanese community engagement. Students who perceived their teacher as supporting competence and relatedness also reported greater self-determination. These results underscore the motivational significance of self-related and integrative orientations for learning a foreign language, even in settings where there is little opportunity for interaction with members of the target language community. These findings emphasize that foreign language teachers can foster students' motivation by supporting their sense of competence, relatedness and cultural understanding, although these supports may differ in their importance depending on the students' level of self-determination. (C) 2014 Elsevier Ltd. All rights reserved.

    DOI

    Scopus

    77
    Citation
    (Scopus)
  • Learning from authoritarian teachers: Controlling the situation or controlling yourself can sustain motivation

    Chaffee, Noels, Sugita McEown

    Studies in Second Language Learning and Teaching   4   355 - 387  2014

  • Motivational strategies in EFL classrooms: How do teachers impact students' motivation?

    Maya Sugita McEown, Osamu Takeuchi

    Innovation in Language Learning and Teaching   8 ( 1 ) 20 - 38  2014.01

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    The objective is to examine the changes in the effectiveness of motivational strategy use by teachers during one semester in the English as a foreign language (EFL) classrooms. More specifically, we investigate differences in effectiveness changes for each motivational strategy used according to students' English proficiency levels and their original motivational intensity levels in order to understand the process by which instructors influence students' motivation. The participants were an instructor and 222 university students. Two distinct clusters were found within the student sample based on cluster analysis: Cluster A) students with higher English proficiency and higher motivational intensity
    and Cluster B) students with lower English proficiency and lower motivational intensity. The results showed that (a) the two clusters did not exhibit a similar trend in terms of the relationship between frequency of motivational strategy use by teachers and students' motivation except with respect to two motivational strategies
    (b) seven strategies showed positive correlations at least once in the semester in either Cluster A or Cluster B
    (c) five strategies showed no significant correlations throughout the semester
    and (d) there were three strategies that did not show a positive correlation
    however, these strategies were associated with a negative correlation throughout the semester in either Cluster A or Cluster B. © 2012 © 2012 Taylor &amp
    Francis.

    DOI

    Scopus

    37
    Citation
    (Scopus)
  • What can teachers do to motivate their students? A classroom research on motivational strategy use in the Japanese EFL context

    Maya Sugita, Osamu Takeuchi

    Innovation in Language Learning and Teaching   4 ( 1 ) 21 - 35  2010.03

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    In this article, the authors present an empirical study on motivational strategies in English as a foreign language classes at the lower secondary school level. Teachers' actual use of 15 motivational strategies was described on the basis of self-reported frequency data over a two-month period. Furthermore, the relationships between the frequency of these 15 motivational strategies and the strength of students' motivation were investigated. The overall results showed that (1) teachers used these motivational strategies in a variety of ways
    (2) there were only a few motivational strategies which showed a significant correlation with students' motivation. In addition, the authors found that (3) the effectiveness of some motivational strategies varied according to students' English proficiency level. Implications of these findings are discussed at the end of the article. © 2010 Taylor &amp
    Francis.

    DOI

    Scopus

    53
    Citation
    (Scopus)
  • Motivational influences surrounding:Secondary school EFL students

    Maya Sugita, Osamu Takeuchi

    外国語教育メディア学会紀要   47   181 - 203  2010

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    The purpose of the present study is to provide implications on how teachers can make students be more motivated in EFL learning outside the classroom. For this purpose, the present study focuses on; 1) the construct of motivational influences on English learning outside the classroom perceived by 1,141 Japanese secondary school students of EFL; 2) the relationship between these influences and students' English proficiency levels; and 3) teachers' perception of these motivational influences. A questionnaire was administered to obtain the factors for motivational influences which affected the students' motivation for English learning outside the classroom. Through the factor analysis, six factors were found. The results of correlation and MANOVA analyses showed that each factor was found to be more or less related to students' English proficiency levels. These findings were then compared with EFL teachers' perception obtained through interviews. The comparisons suggested that there existed some discrepancies between the empirical realities and the teachers' perception. Implications of these findings are then discussed.

    DOI CiNii

  • A review on language learning motivation research: To explore the issues for future research

    外国語教育学研究科紀要『千里への道』   7  2009

  • 中学校英語授業における動機づけ方略: 教員の視点から

    英語授業実践学の展開-斎藤栄二先生御退職記念論文集    2007

  • Verbal encouragements for motivating EFL learners: A classroom research

    Maya Sugita, Osamu Takeuchi

    JACET Bulletin   43 ( 43 ) 59 - 71  2006

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    This paper presents the results of an empirical study examining the encouragements used by teachers in EFL classes. To find out the actual use of encouragements, the authors first adopted the following two steps : 1) classroom video-observations of verbal encouragements by teachers in schools ranging from elementary to university level ; and 2) a questionnaire survey to obtain students' attitudes and preferences toward encouragements. The frequency data shows that elementary school teachers tend to give more encouragements than those at other schools. Also, high school teachers are liable to provide fewer encouragements. Apart from teachers in junior high, teachers in senior high school and university directed more encouragements at individuals than at the whole class. In addition, huge differences between teachers' use and students' preferences of encouragements are found.

    CiNii

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Books and Other Publications

  • Culture, autonomy and the self in language learning. in The impact of self-concept on language learning

    K. Csizer, M. Magid( Part: Contributor)

    Multilingual Matters  2014

  • At the interface of the socio-educational model, self-determination theory, and the L2 motivational self system model in The impact of self-concept on language learning

    K. Csizer, M. Magid( Part: Contributor)

    Multilingual Matters  2014

  • 外国語教育研究ハンドブック―研究手法のより良い理解のために第7章分散分析入門(2) -独立変数が2つ以上ある場合には

    編著者, 竹内理, 水本篤 著者, 杉田麻哉

    2012.05

Presentations

  • Self-regulatory processes among Japanese EFL learners in CLIL course contexts

    Sugita McEown, McEown

    The Third International Conference on Situating Strategy Use  (Japan) 

    Presentation date: 2019.10

  • 大学英語学習者を対象とした内容言語統合型学習に関する縦断調査

    基盤研究B シンポジウム 

    Presentation date: 2019.03

  • Self-determination for all language learners

    Maya Sugita McEown, Quint Oga Baldwin

    Psychology of Language Learning conference (PLL3) 

    Presentation date: 2018.06

  • Incorporating the Inclusive L2 Self into Self-Related Motivations in a Japanese EFL Context

    Maya Sugita McEown, Kristopher Scott McEown

    International Symposium on Education and Social Sciences 

    Presentation date: 2018.06

  • What is 'self" in the Japanese EFL context

    Maya Sugita McEown

    動機づけ研究会(東京) 

    Presentation date: 2017.04

  • The importance of a supportive workplace and engaged students for ESL instructors' teaching motivation

    Kimberly Noels, Dayuma Vargas Lascano, Maya Sugita McEown

    Psychology of Language Learning conference (PLL2) 

    Presentation date: 2016.08

  • Research on motivation From practice to theory

    動機づけ研究会(関西) 

    Presentation date: 2016.06

  • A comparison of self-determined language learning motivation in Japan and Canada

    Chaffee, K. E, Kimberly Noels, Maya Sugita McEown, Atsushi Mizumoto, Osamu Takeuchi

    The International Association for Cross-Cultural Psychology 

    Presentation date: 2014.07

  • Learning from authoritarian teachers: Controlling the situation or controlling yourself can sustain motivation

    Chaffee, K. E, Kimberly Noels, Maya Sugita McEown

    The International Association of Language and Social Psychology 

    Presentation date: 2014.06

  • Accommodating to the learning environment: secondary control, self-determined motivation, and academic engagement

    The society for personality and social psychology 

    Presentation date: 2013.01

  • Motivating students to learn a second language

    ATESL Conference 2012 

    Presentation date: 2012.11

  • Motivational flow and teachers teaching styles: Self- determination theory

    TESL Canada 2012 

    Presentation date: 2012.10

  • Changes in perceptions: Motivation, teaching styles, engagement

    TESL Canada 2012 

    Presentation date: 2012.10

  • Motivational strategy: Its effectiveness and features in the EFL classroom.

    The 16th World Congress of Applied Linguistics 

    Presentation date: 2011.08

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Research Projects

  • Emotional intelligence as a mediator between positive and negative emotions and neuro-cognitive performance among Japanese EFL learners

    Project Year :

    2020.04
    -
    2024.03
     

     View Summary

    The research project will explore the interplay between emotional intelligence and neurocognitive performance among language learners using novel questionnaire survey and neuro-cognitive measures

  • A Longitudinal Study of Content and Language Integrated Learning for Japanese University EFL Learners

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2017.04
    -
    2021.03
     

    Nishida Rieko

     View Summary

    The present research reports on a longitudinal study which aimed to investigate possible changes in tertiary students’ proficiency, intrinsic motivation (knowledge, accomplishment, stimulation), possible self (ideal L2 self, ought-to
    L2self), international posture, and perceived language competency based on CLIL (Content and Language Integrated Learning) and EMI (English Medium Instructions). Four different institutes, Osaka University, Kansai University, Gakushuin University and Waseda University, offered CLIL and/or EMI and 896 students participated in the study. The results of this study showed increases in proficiency, motivation and other affective factors in general.

  • 「大学英語学習者を対象とした内容言語統合型学習に関する縦断調査

    日本学術振興会 

    Project Year :

    2017
    -
    2020
     

  • Language Motivation and Culture beyond Personality Traits

    Japan Society for the Promotion of Science 

    Project Year :

    2016.04
    -
    2019.03
     

  • Language Motivation and Culture beyond Personality Traits

    Project Year :

    2016.04
    -
    2019.03
     

     View Summary

    The researcher investigated language learners’ individual differences factors that considered various social influences and educational contexts.In 2018, the researcher conducted data collection and analysis. The main results obtained in this project indicated that articulating others’ dimension in a sense of self is very important in a language learning context in Japan: that is parental expectation and values influenced the development of a sense of self in language learners, which in turn had various effects on students’ motivation to learn a language and language learning outcomes. These results were presented in a conference and research session. In addition, these data were also published in a peer-reviewed international journal.These data were successfully collected and published in 2018. Additional data, especially focusing on languages other than English contexts or other educational contexts, will be collected and analyzed during the remaining period.Additional data, especially focusing on languages other than English contexts or other educational contexts, will be collected and analyzed during the remaining period. Additional qualitative data are required (and will

 

Syllabus

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Sub-affiliation

  • Faculty of Education and Integrated Arts and Sciences   Graduate School of Education